Skip to main content
SpringerLink
Log in

Effects of Circumscribed Interests on the Social Behaviors of Children with Autism Spectrum Disorders

  • Original Paper
  • Published:
Journal of Autism and Developmental Disorders Aims and scope Submit manuscript

Abstract

This study compared the effects of circumscribed interests (CI) to less preferred (LP) tangible stimuli on the social behaviors of three children with autism spectrum disorders (ASD). Based on single subject design methodology, the CI experimental sessions resulted in longer durations of target-child initiated social interactions in comparison to LP sessions. In addition, latency of participant’s initial social bids to peers was decreased when CI were present. The results suggest that embedding CI into dyadic play situations with typical peers can be used to increase the social behavior children with ASD direct toward typical peers. Future research should examine the specific environmental conditions that must be present in naturalistic settings to facilitate generalization of social behavior.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Fig. 1
Fig. 2
Fig. 3

Similar content being viewed by others

References

  • Adams, L. W. (1998). Incorporating narrow interests into school tasks of children with autism. (Doctoral dissertation, University of North Carolina, Chapel Hill, 1998). Dissertation Abstracts International, 60(09), 4872 (UMI No. 9943180).

  • Attwood, T. (1998). Asperger’s syndrome: A guide for parents and professionals. Philadelphia: Jessica Kingsley.

    Google Scholar 

  • Axelrod, S. (1987). Functional and structural analyses of behavior: Approaches leading to reduced use of punishment procedures. Research in Developmental Disabilities, 8, 165–178.

    Article  PubMed  Google Scholar 

  • Baker, M. J. (2000). Incorporating the thematic ritualistic behaviors of children with autism into games: Increasing social play interactions with siblings. Journal of Positive Behavior Interventions, 2(2), 66–84.

    Google Scholar 

  • Baker, M. J., Koegel, R. L., & Koegel, L. K. (1998). Increasing the social behavior of young children with autism using their obsessive behaviors. Journal of the Association for Persons with Severe Handicaps, 23, 300–308.

    Article  Google Scholar 

  • Bodfish, J. W., Symons, F. J., Parker, D. E., & Lewis, M. H. (2000). Varieties of repetitive behavior in autism: Comparisons to mental retardation. Journal of Autism and Developmental Disorders, 30, 237–243.

    Article  PubMed  Google Scholar 

  • Brown, W. H., Odom, S. L., & Buyssee, V. (2002). Assessment of preschool children’s peer-related social competence. Assessment for Effective Intervention, 27(4), 61–71.

    Google Scholar 

  • Carr, E. G., Carlson, J. I., Langdon, N. A., Magito-McLaughlin, D., & Yarbrough, S. C. (1998). Two perspectives on antecedent control: Molecular and molar. In J. K. Luiselli, & M. J. Cameron (Eds.), Antecedent control: Innovative approaches to behavioral support (pp. 67–86). Baltimore: Paul H. Brookes.

    Google Scholar 

  • Charlop, M. H., Kurtz, P. F., & Casey, F. G. (1990). Using aberrant behaviors as reinforcers for autistic children. Journal of Applied Behavior Analysis, 23, 163–181.

    Article  PubMed  Google Scholar 

  • Charlop-Christy, M. H., & Haymes, L. K. (1996). Using obsessions as reinforcers with and without mild reductive procedures to decrease inappropriate behaviors of children with autism. Journal of Autism and Developmental Disorders, 26, 527–545.

    Article  PubMed  Google Scholar 

  • Charlop-Christy, M. H., & Haymes, L. K. (1998). Using objects of obsession as token reinforcers for children with autism. Journal of Autism and Developmental Disorders, 28, 189–198.

    Article  PubMed  Google Scholar 

  • Chinn, H. Y., & Optiz, V. B. (2000). Teaching conversational skills to children with autism: Effects on the development of a theory of mind. Journal of Autism and Developmental Disorders, 30(6), 569–583.

    Article  Google Scholar 

  • Conroy, M. A., & Stichter, J. P. (2003). The application of antecedents in the functional assessment process: Existing research, issues, and recommendations. The Journal of Special Education, 37, 15–25.

    Article  Google Scholar 

  • Cuccaro, M. L., Shao, Y., Grubber, J., Slifer, M., Wolpert, C. M., Donnelly, S. L., et al. (2003). Factor analysis of restricted and repetitive behaviors in autism using the Autism Diagnostic Interview-R. Journal of Autism and Developmental Disorders, 36(6), 601–616.

    Google Scholar 

  • Epstein, L. J., Taubman, M. T., & Lovaas. O. I. (1985). Changes in self-stimulatory behaviors with treatment. Journal of Abnormal Child Psychology, 13, 281–294.

    Article  PubMed  Google Scholar 

  • Horner, R. H., Carr, E. G., Strain, P. S., Todd, A. W., & Reed, H. K. (2002). Problem behavior interventions for young children with autism: A research synthesis. Journal of Autism and Developmental Disorders, 32, 423–446.

    Article  PubMed  Google Scholar 

  • Kazdin, A. E. (1982). Single-case research designs: Methods for clinical and applied settings. New York: Oxford University Press.

    Google Scholar 

  • Lewis, M. H., Baumeister, A. A., & Mailman, R. B. (1987). A neurobiological alternative to the perceptual reinforcement hypothesis of stereotyped behavior: A commentary on “self-stimulatory behavior and perceptual reinforcement”. Journal of Applied Behavior Analysis, 20, 253–258.

    Article  PubMed  Google Scholar 

  • Lewis, M. H., & Bodfish, J. W. (1998). Repetitive behavior disorders in autism. Mental Retardation and Developmental Disabilities Research Reviews, 4, 80–89.

    Article  Google Scholar 

  • Lopez, B. R., Lincoln, A. J., Ozonoff, S., & Lai, Z. (2005). Examining the relationship between executive functions and restricted, repetitive symptoms of autistic disorder. Journal of Autism and Developmental Disorders, 35(4), 445–460.

    Article  PubMed  Google Scholar 

  • Lord, C., Rutter, M., & Le Couteur, A. (1994). Autism diagnostic interview-revised: A revised version of a diagnostic interview for caregivers of individuals with possible pervasive developmental disorders. Journal of Autism and Developmental Disorders, 24, 659–685.

    Article  PubMed  Google Scholar 

  • Lovaas, I., Newson, C., & Hickman, C. (1987). Self-stimulatory behavior and perceptual reinforcement. Journal of Applied Behavior Analysis, 20, 45–68.

    Article  PubMed  Google Scholar 

  • Mace, F. C., & Lalli, J. S. (1991). Linking descriptive and experimental analyses in the treatment of bizarre speech. Journal of Applied Behavior Analysis, 24, 553–562.

    Article  PubMed  Google Scholar 

  • McIlvane, W. J., & Dube, W. V. (2003). Stimulus control topography coherence theory: Foundations and extensions. The Behavior Analyst, 26, 195–213.

    Google Scholar 

  • Mesibov, G. B., Shea, V., & Schopler, E. (2005). The TEACCH approach to autism spectrum disorders. New York: Kluwer Academic/Plenum.

    Google Scholar 

  • Militerni, R., Bravaccio, C., Falco, C., Fico, C., & Palermo, M. T. (2002). Repetitive behaviors in autistic disorder. European Child and Adolescent Psychiatry, 11, 210–218.

    Article  PubMed  Google Scholar 

  • Ozonoff, S., & Jensen, J. (1999). Brief report: Specific executive function profiles in three neurodevelopmental disorders. Journal of Autism and Developmental Disorders, 29, 171–177.

    Article  PubMed  Google Scholar 

  • Ozonoff, S., & Miller, J. N. (1995). Teaching theory of mind: A new approach to social skills training for individuals with autism. Journal of Autism and Developmental Disorders, 25, 413–433.

    Article  Google Scholar 

  • Peck, J., Sasso, G. M., & Jolivette, K. (1997). Use of structural analysis hypothesis testing model to improve social interactions via peer-mediated interventions. Focus on Autism and Other Developmental Disabilities, 12, 219–230.

    Article  Google Scholar 

  • Pierce, K., & Courchesne, E. (2001). Evidence for a cerebellar role in reduced exploration and stereotyped behavior in autism. Biological Psychiatry, 49, 655–664.

    Article  PubMed  Google Scholar 

  • Reese, R. M., Richman, D. M., Belmont, J. M., & Morse, P. (2005). Functional characteristics of disruptive behavior in developmentally disabled children with and without autism. Journal of Autism and Developmental Disorders, 35(4), 419–428.

    Article  PubMed  Google Scholar 

  • Roane, H. S., Vollmer, T. R., Ringdahl, J. E., & Marcus, B. A. (1998). Evaluation of a brief stimulus preference assessment. Journal of Applied Behavior Analysis, 31, 605–620.

    Article  PubMed  Google Scholar 

  • Schopler, E., Reichler, R. J., DeVellis, R. F., & Daly, K. (1980). Toward objective classification of childhood autism: Childhood Autism Rating Scale (CARS). Journal of Autism and Developmental Disorders, 10, 91–103.

    Article  PubMed  Google Scholar 

  • South, M., Ozonoff, S., & McMahon, W. M. (2005). Repetitive behavior profiles in Asperger syndrome and high-functioning autism. Journal of Autism and Developmental Disorders, 35, 145–158.

    Article  PubMed  Google Scholar 

  • Stella, J., Mundy, P., & Tuchman, R. (1999). Social and nonsocial factors in the childhood autism rating scale. Journal of Autism and Developmental Disorders, 29, 307–317.

    Article  PubMed  Google Scholar 

  • Symons, F. A., Sperry, L. A., Dropik, P. L., & Bodfish, J. W. (2004). The early development of stereotypy and self-injury: A review of research methods. Journal of Intellectual Disability Research, 49(2), 144–158.

    Article  Google Scholar 

  • Szatmari, P., Georgiades, S., Bryson, S., Zwaigenbaum, L., Roberts, W., Mahoney, W., et al. (2006). Investigating the structure of the restricted, repetitive behaviors and interests domain of autism. Journal of Child Psychology and Psychiatry, 47, 582–590.

    Article  PubMed  Google Scholar 

  • Tapp, J. (2002). Multiple option observation system for experimental studies (MOOSES) [Software]. Retrieved July 2004, from http://kc.vanderbilt.edu/∼jont/mooses.html.

  • Tapp, J. (2003). Tap-It [Software]. Retrieved July 2004, from www.ubehave.net/collector.

  • Turner, M. A. (1997). Toward an executive dysfunction account of repetitive behavior in autism. In J. Russell (Ed.), Autism as an executive disorder. Oxford: Oxford University Press.

    Google Scholar 

  • Turner, M. A. (1999). Annotation: Repetitive behaviour [sic] in autism: A review of psychological research. Journal of Child Psychology and Psychiatry, 40(6), 839–849.

    Article  PubMed  Google Scholar 

  • Yoder, P. J., & Feurer, I. D. (2000). Quantifying the magnitude of sequential association between events or behaviors. In T. Thompson, D. Felce, & F. J. Symons (Eds.), Behavioral observation: Technology and applications in developmental disabilities (pp. 317–333). Baltimore: Paul H. Brookes.

    Google Scholar 

Download references

Acknowledgments

Dr. Boyd conducted this study in partial fulfillment of the requirements for a doctoral degree at the University of Florida. Development of this paper was supported with funding from the US Department of Education, Office of Special Education and Rehabilitative Services (No. H32D990024), awarded to the second author. The opinions expressed by the authors are not necessarily reflective of the position or endorsed by the US Department of Education.

Author information

Author notes

  1. Brian A. Boyd

    Present address: Department of Allied Health Sciences, University of North Carolina at Chapel Hill, CB# 7122, Chapel Hill, NC, 27599-7122, USA

  2. Peter J. Alter

    Present address: Department of Teaching and Learning, University of Louisville, Louisville, KY, USA

Authors and Affiliations

  1. University of Florida, Gainesville, Florida, USA

    Brian A. Boyd, Maureen A. Conroy, G. Richmond Mancil, Taketo Nakao & Peter J. Alter

Authors
  1. Brian A. Boyd
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Maureen A. Conroy
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. G. Richmond Mancil
    View author publications

    You can also search for this author in PubMed Google Scholar

  4. Taketo Nakao
    View author publications

    You can also search for this author in PubMed Google Scholar

  5. Peter J. Alter
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Brian A. Boyd.

Rights and permissions

Reprints and permissions

About this article

Cite this article

Boyd, B.A., Conroy, M.A., Mancil, G.R. et al. Effects of Circumscribed Interests on the Social Behaviors of Children with Autism Spectrum Disorders. J Autism Dev Disord 37, 1550–1561 (2007). https://doi.org/10.1007/s10803-006-0286-8

Download citation

  • Received:

  • Accepted:

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s10803-006-0286-8

Keywords

Search

Navigation